The Crossover: Text Evidence Storyboard Activities

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Lesson Plan Overview

Template and Class Instructions

Student Rubric

Lesson Plan Overview

Being able to answer questions with evidence from the text is a skill that students will be using throughout their life. In this activity, students will practice this exercise. They will be provided a question or a prompt and create a storyboard that answers the prompt using at least 3 pieces of evidence from the text to support their answer. The prompt for the example is, “What is Josh’s relationship with his parents like?” Students will be expected to use the description boxes to answer the question and illustrate the responses. Students should find three examples from the text to support their answer.

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Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Due Date:

Objective: Create a storyboard that answers the prompt using three examples.

Student Instructions:

Click "Start Assignment".
Type the question in the central black box.
Think about examples from the text that support your answer.
Type text evidence in the description boxes. Paraphrase or quote directly from the text.
Illustrate each example using scenes, characters, and items.
Save and exit when you're done.

Basic Spider Diagram Template with 3 Empty Cells

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Lesson Plan Reference

Grade Level 5-6

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual

Type of Activity: Spider Maps

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Student Rubric

(You can also create your own on Quick Rubric.)

Text Evidence

Answer the given question using at least three examples from the text.

	Proficient	Emerging	Beginning
Support from Text	Examples chosen fully support the answer to the question.	Some of the examples answer the question correctly, but not all.	Most of the examples do not support the answer to the question.
Quote / Text	Evidence provided from the text is properly quoted or paraphrased.	There are some minor mistakes in the quote / description from text.	Quote or paraphrase is incomplete or confusing.
Illustration of Examples	Ideas are well organized. Images clearly illustrate the examples from the text.	Ideas are organized. Most images help to show the examples from the text.	Ideas are not well organized. Images are difficult to understand.

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Lesson Plan Overview

Copy Activity

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Due Date:

Objective: Create a storyboard that answers the prompt using three examples.

Student Instructions:

Click "Start Assignment".
Type the question in the central black box.
Think about examples from the text that support your answer.
Type text evidence in the description boxes. Paraphrase or quote directly from the text.
Illustrate each example using scenes, characters, and items.
Save and exit when you're done.

More options

Copy This Storyboard

Lesson Plan Reference

Grade Level 5-6

Difficulty Level 2 (Reinforcing / Developing)

Type of Assignment Individual

Type of Activity: Spider Maps

Copy Activity

Student Rubric

(You can also create your own on Quick Rubric.)

Text Evidence

Answer the given question using at least three examples from the text.

	Proficient	Emerging	Beginning
Support from Text	Examples chosen fully support the answer to the question.	Some of the examples answer the question correctly, but not all.	Most of the examples do not support the answer to the question.
Quote / Text	Evidence provided from the text is properly quoted or paraphrased.	There are some minor mistakes in the quote / description from text.	Quote or paraphrase is incomplete or confusing.
Illustration of Examples	Ideas are well organized. Images clearly illustrate the examples from the text.	Ideas are organized. Most images help to show the examples from the text.	Ideas are not well organized. Images are difficult to understand.

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How To Explain the Significance of Use of Textual Evidence for Analysis to Younger Students

Begin with an Example

Start by presenting a well-known story or hypothetical situation that the students can easily perceive. Teachers can talk about a famous storybook in general and get into a detailed discussion to ask students to back their arguments with the help of evidence from the text.

Talk About Evidence in General

Teachers can talk about the significance of evidence in general and in daily life to build a foundation for the lecture and the concepts. For instance, discuss the importance of evidence and proof in court and law. Teachers can insert some examples and references from a cartoon or a story that students are familiar with. Also, talk about the credibility and the authenticity of the evidence.

Encourage Highlighting or Underlining Important Details

Give the students some practice by having them underline or highlight crucial passages in a text. As a result, it becomes visible and real to them. Encourage this practice whenever students are reading a new story or any other form of text.

Encourage Application

Once students are clear on the concept, teach them how they can apply these concepts in their own writings. Give them some sample stories that have important textual evidence and ask them to practice by writing 5-10 lines of short stories on topics of their own choice.

Organize Discussions

Hold talks in groups where participants may discuss and debate each other's arguments. They get knowledge from many viewpoints as a result. Since students are at a younger stage of learning, teachers can propose interesting topics as well as points of discussion and analysis.

Frequently Asked Questions About the Significance of Textual Evidence to Answer Questions in The Crossover

Does textual evidence help in understanding different characters in the story?

Textual evidence provides a clear insight into the personalities, feelings, and connections of characters by offering direct statements and examples of their behaviour. When students are constantly highlighting these important details to use later for discussion they get more familiar with the nuances and characteristics of the characters. Students will also be able to understand the differences between different characters and come up with more points for analysis.

What are some added benefits of using textual evidence for analysis?

Analyzing textual evidence fosters students' capacity to analyze and understand information by encouraging them to think critically. Pushing students to choose the most important details and combine them into a coherent analysis, enhances their understanding of the text. It also enhances their capacity to communicate ideas convincingly and clearly, which is a talent that is essential in both academic and professional contexts.